important differences among individuals (Gottfredson, 1997). Dissatisfaction with traditional IQ tests has led to the development of a number of alternative theories, all of which suggest that intelligence is the result of a number of independent abilities that individually contribute to human performance. As early as 1920, Thorndike hypothesized that true intelligence was composed of not only an academic component, but also of emotional and social. Social intelligence, according to Thorndike`s view, is “the ability to understand and manage men and women, boys and girls – to act wisely in human relations” (p. 228). It is an ability that “shows itself abundantly in the nursery, on the playground, in barracks and factories and salesrooms, but it eludes the formal standardized conditions of the testing laboratory” (p. 231). Intelligence was considered as a concept devoid of emotion and symposiums on intelligence over the years repeatedly concluded that the first hallmark of intelligence is high-level mental ability such as abstract reasoning (Sternberg 1997). For example, Terman (1921; cited in Sternberg 1997: 339), as a pioneer of IQ tests, states that “an individual is intelligent in proportion as he is able to carry on abstract thinking”. Therefore, intelligence conceptualized as abstract thinking was demonstrated to predict academic success. In 1967, Guilford presented a view of intelligence as a multifaceted construct composed of one hundred and twenty different types of intelligence. Shanley, Walker and Foley (1971) held that social intelligence was distinct from academic intelligence, but they found little evidence to support social intelligence as a separate construct. While society has traditionally placed a great deal of weight on academic intelligence, Bar-On (1997) argued that emotional and social intelligences were better predictors of success in life. The more recent writings and research of Gardner (1983, 1993, 1999), have added support to the concept of multiple intelligences. Gardner has proposed a model of at least 8 types of intelligence including spatial, musical, intrapersonal, interpersonal, bodily-kinesthetic, naturalistic, linguistic and logical-mathematical. He proposed the theory of “multiple intelligences” (Gardner, 1983), arguing that intrapersonal intelligence and interpersonal intelligence should be considered as types of intelligence. Whereas intrapersonal intelligence involves the examination and knowledge of one’s own feelings, interpersonal intelligence is the ability to read the moods, intentions, and desires of others and potentially to act on his knowledge.The term emotional quotient (EQ) was first coined by Bar-On (1988) as a counterpart to IQ, that is, cognitive ability. Bar-On thought of EQ as representing a set of social and emotional abilities that help individuals cope with the demands of daily life. Salovey and Mayer (1990) had something different and more restricted in mind when they introduced the term emotional intelligence several years later. For them, EI concerned the way in which an individual processes information about emotion and emotional responses. They identified emotional intelligence as the “ability to monitor one’s own and other’s feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and action” (p. 189). A comprehensive EI model, they argued, must include some measure of “thinking about feeling,” an aptitude lacked by models that focus on simply perceiving and regulating feelings.Finally, in 1995 the idea was introduced into the world at large with the publication of Daniel Goleman’s best-seller book “Emotional Intelligence.” Goleman (1995) saw emotional intelligence as an idea or theme that emerged from a large set of research findings on the role of the emotions in human life. These findings pointed to different ways in which competencies such as empathy, learned optimism, and self-control contributed to important outcomes in the family, the workplace and other life arenas. Bar-on (1997) characterizes emotional intelligence as “an array of non-cognitive capabilities, competencies, and skills that influence one’s ability to succeed in coping with environmental demands and pressures” (p. 14). His mode of emotional intelligence includes five broad areas of skills or competencies: intrapersonal EQ, interpersonal EQ, adaptability EQ, stress management EQ, and general mood EQ (Bar-On, 1997). So, The concept of emotional intelligence formally developed out of growing emphasis on research on the interaction of emotion and thought in the field of psychology in 1990s (Grewal & Salovey 2006). EQ/EI is about the intelligent use of emotions and utilizing the power or information contained in emotion to make effective decisions (Ciarrochi & Mayer 2007). Although different competing and sometimes conflicting components have been integrated into emotional intelligence, this construct has offered the potential to integrate the reasoning of a person’s cognition and emotion. Recently more attention has been paid to the effect of emotional intelligence on academic success in education (Elias et al. 2003). However, as Brackett and Katulak (2007) state, quite a few studies have been conducted to explore this concept in contexts where English is spoken as a second or foreign Language (ESL/EFL), given the idea that the emotional intelligence serves both internal mechanisms and external environment in the process of language learning (Goleman 2001). Moreover, in 1983, a theory of multiple intelligences was proposed by Dr. Howard Gardner, professor of education at Harvard University. This theory which questioned the horizontal approach to intelligence and blew apart the traditional thoughts about monolithic general intelligence, suggested that the traditional notion of intelligence based on intelligence testing was far too limited and should be expanded to include the broad range of human potential in children and adults. In his MI theory, he initially described seven intelligences including intrapersonal and interpersonal intelligences which, in part, paved the way for uncovering other intelligences such as emotional intelligence, which is interchangeably known as EI or EQ. This theory included the following intelligences: linguistic intelligence (word smart), logical-mathematical intelligence (number/reasoning smart), spatial intelligence (picture smart), bodily-kinesthetic intelligence (body smart), musical intelligence (music smart); interpersonal intelligence (people smart), intrapersonal intelligence (self-smart), and naturalist intelligence (nature smart). Gardner (1983, 81), defines intelligence as “the ability to solve problems, or to create products, that are valued with one or more cultural settings”.